Abstract
The study examined social competence of adolescents and ascertained variations in the group based on gender, type of parents they lived with, and community of residence. The comparative analysis study utilised adolescents in their formative years of development. Descriptive survey design was utilised and questionnaire was the sole data collection tool. The study revealed that most of the adolescents demonstrated moderate levels of social competence in social settings. The research did not find difference in the social competence of adolescents living with real and pseudo parents; and male and female adolescents. The results, nonetheless, showed significant difference in the social competence of the adolescents living in the rural, semi-urban and urban communities. The results evince that location of residence matters in the development of adolescents’ social competence. Policies, strategies and programmes intended to help improve adolescents’ social competence in the developing world need to target those residing in rural communities more than those in the other communities. Key words: Learning outcomes, social competence, real and pseudo parents, rural, semi-urban and urban communities.
Highlights
Learning outcomes vary from academic to social competence
The lack of gender difference in social competence of male and female students, as per the results of the study, does not reflect societal expectations and are inconsistent with the studies conducted by Aunola et al (2000), Benzies et al (2009), and Altay and Gore (2012) which found that girls demonstrated more pro-social behaviour than boys
In spite of the recognition that social competence is a gain from formal education, little efforts had been expended to assess how the adolescents demonstrate it in social discourses
Summary
Learning outcomes vary from academic to social competence. Both competences are essential for learners’ growth and well-being. Romera et al (2017) explain social competence constitutes the skills and behaviours that people put into practice in their social life with recourse to the characteristics in the setting in which they operate. On their part, Huitt and Dawson (2011) provide a comprehensive definition of social competence to include people’s knowledge, attitudes and skills related to at least six components: (i) being aware of one’s and others’ emotions, (ii) managing impulses and behaving appropriately, (iii) communicating effectively, (iv) forming healthy relationships, (v) working well with others, and (vi) resolving conflict. On their part, Huitt and Dawson (2011) provide a comprehensive definition of social competence to include people’s knowledge, attitudes and skills related to at least six components: (i) being aware of one’s and others’ emotions, (ii) managing impulses and behaving appropriately, (iii) communicating effectively, (iv) forming healthy relationships, (v) working well with others, and (vi) resolving conflict. Bierman and Welsh (2008) aver that social competence entails an array of relational components dependent on situational and cultural factors. Han and Kemple (2006) aptly refer to social competence as an effective and appropriate
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